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Chapter 4

Chapter 4. Personality and Emotions. After studying this chapter, you should be able to:. Explain the factors that determine an individual’s personality. Describe the MBTI personality framework. Identify the key traits in the Big Five personality model.

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Chapter 4

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  1. Chapter 4 Personality and Emotions

  2. After studying this chapter,you should be able to: • Explain the factors that determine an individual’s personality. • Describe the MBTI personality framework. • Identify the key traits in the Big Five personality model. • Explain the impact of job typology on the personality/job performance relationship. • Differentiate emotions from moods. • Contrast felt versus displayed emotions. L E A R N I N G O B J E C T I V E S © 2005 Prentice Hall Inc. All rights reserved.

  3. After studying this chapter,you should be able to: • Explain gender-differences in emotions. • Describe external constraints on emotions. • Apply concepts on emotions to OB issues. L E A R N I N G O B J E C T I V E S (cont’d) © 2005 Prentice Hall Inc. All rights reserved.

  4. What is Personality? Personality The sum total of ways in which an individual reacts and interacts with others. Personality Traits Enduring personal characteristics that describe an individual’s behavior which are exhibited in a large number of situations. • Personality Determinants • Heredity / inheritance / Genetics • Environment • Situation © 2005 Prentice Hall Inc. All rights reserved.

  5. Reasoning Test The test evaluates the intellectual abilities of a person across three factors, which are, logical, numerical and verbal reasoning skills. This test is recommended for the recruitment of technical personnel such as software developers, engineers, scientists etc. It is also used for assessing the cognitive faculties of students applying to different academic programs.

  6. The Myers-Briggs Type Indicator (MBTI) instrumentduring 1940s…An instrument developed to measure Carl Gustav Jung’s theory of individual differences C. G. Jung (1875-1961) was a Swiss psychiatrist, an influential thinker and the founder of ‘Analytical Psychology’. © 2005 Prentice Hall Inc. All rights reserved.

  7. Purpose of MBTI "The purpose of the Myers-Briggs Type Indicator® is to make the theory of psychological types described by C. G. Jung understandable and useful in people's lives. The essence of the theory is that much seemingly random variation in behavior is actually quite orderly and consistent, being due to basic differences in the way individuals prefer to use their perception and judgment." The MBTI instrument is based on Jung's ideas about perception and judgment, and the attitudes in which these are used in different types of people. The aim of the MBTI instrument is to identify, from self-report of easily recognized reactions, the basic preferences of people in regard to perception and judgment, so that the effects of each preference, singly and in combination, can be established by research and put into practical use.

  8. How MBTI is different? • The MBTI instrument differs from many other personality instruments in these ways: • It is designed to implement a theory; therefore the theory must be understood to understand the MBTI instrument. 2) The theory postulates dichotomies; therefore some of the psychometric properties are unusual. 3) Based on the theory, there are specific dynamic relationships between the scales, which lead to the descriptions and characteristics of sixteen "types."

  9. MBTI • The MBTI instrument contains four separate indices. Each index reflects one of four basic preferences which, under Jung's theory, direct the use of perception and judgment. The preferences affect not only what people attend to in any given situation, but also how they draw conclusions about what they perceive. © 2005 Prentice Hall Inc. All rights reserved.

  10. The Myers-Briggs Type Indicator The Myers-Briggs Type Indicator (MBTI) assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions. A personality test that taps four characteristics and classifies people into 1 of 16 personality types. • Personality Types • Extroverted vs. Introverted (E or I) • Sensing vs. Intuitive (S or N) • Thinking vs. Feeling (T or F) • Judging vs. Perceiving (P or J) © 2005 Prentice Hall Inc. All rights reserved.

  11. Extraversion–Introversion (E–I) • The E–I index is designed to reflect whether a person is an extravert or an introvert in the sense intended by Jung. Jung regarded extraversion and introversion as "mutually complementary" attitudes whose differences "generate the tension that both the individual and society need for the maintenance of life." Extraverts are oriented primarily toward the outer world; thus they tend to focus their perception and judgment on people and objects. Introverts are oriented primarily toward the inner world; thus they tend to focus their perception and judgment upon concepts and ideas. © 2005 Prentice Hall Inc. All rights reserved.

  12. Sensing–Intuition (S–N) • The S–N index is designed to reflect a person's preference between two opposite ways of perceiving; one may rely primarily upon the process of sensing (S), which reports observable facts or happenings through one or more of the five senses; or one may rely upon the less obvious process of intuition (N), which reports meanings, relationships and/or possibilities that have been worked out beyond the reach of the conscious mind. © 2005 Prentice Hall Inc. All rights reserved.

  13. Thinking–Feeling (T–F) • The T–F index is designed to reflect a person's preference between two contrasting ways of judgment. A person may rely primarily through thinking (T) to decide impersonally on the basis of logical consequences, or a person may rely primarily on feelings (F) to decide primarily on the basis of personal or social values. © 2005 Prentice Hall Inc. All rights reserved.

  14. Judgment–Perception (J–P) • The J–P index is designed to describe the process a person uses primarily in dealing with the outer world, that is, with the extraverted part of life. A person who prefers judgment (J) has reported a preference for using a judgment process (either thinking or feeling) for dealing with the outer world. A person who prefers perception (P) has reported a preference for using a perceptive process (either S or N) for dealing with the outer world. © 2005 Prentice Hall Inc. All rights reserved.

  15. Type theory preferences & descriptions © 2005 Prentice Hall Inc. All rights reserved.

  16. The Four Preferences of the MBTI instrument Index Preferences Between E–I • E Extraversion or I IntroversionAffects Choices as to Whether to direct perception judgment mainly on the outer world (E) or mainly on the inner world of ideas. Between S–N • S Sensing perception or N Intuitive perceptionAffects Choices as to Which kind of perception is preferred when one needs or wishes to perceive © 2005 Prentice Hall Inc. All rights reserved.

  17. The Four Preferences of the MBTI instrument (cont’d…) Between T–F • T Thinking judgment or F Feeling judgmentAffects Choices as to Which kind of judgment to trust when one needs or wishes to make a decision Between J–P • J Judgment or P PerceptionAffects Choices as toWhether to deal with the outer world in judging (J) attitude (using T or F) or in the perceptive (P) attitude (using S or N) © 2005 Prentice Hall Inc. All rights reserved.

  18. MBTI - Processes and attitudes • Attitudes refer to extraversion (E) or introversion (I). • Processes of perception are sensing (S) and intuition (N). • Processes of judgment are thinking (T) and feeling (F). • The style of dealing with the outside world is shown by judgment (J) or perception (P). © 2005 Prentice Hall Inc. All rights reserved.

  19. The Myers-Briggs Type Indicator © 2005 Prentice Hall Inc. All rights reserved.

  20. The Myers-Briggs Type Indicator © 2005 Prentice Hall Inc. All rights reserved.

  21. Myers-Briggs Sixteen Primary Traits © 2005 Prentice Hall Inc. All rights reserved.

  22. © 2005 Prentice Hall Inc. All rights reserved.

  23. Big Five personality traits • In contemporary psychology, the "Big Five" factors (or Five Factor Model; FFM) of personality are five broad domains or dimensions of personality which are used to describe human personality. • The Big five factors are • Openness • Conscientiousness • Extraversion • Agreeableness • Neuroticism (OCEAN, or CANOE if rearranged) © 2005 Prentice Hall Inc. All rights reserved.

  24. The Big Five Model of Personality Dimensions ExtroversionGregarious, excitability, sociability, talkativeness, high amounts of emotional expressiveness and assertive (as opposed to reserved, timid, and quiet). AgreeablenessGood-natured, cooperative, and trusting (rather then cold, disagreeable, and antagonistic). ConscientiousnessHardworking, dependable, persistent, and organized (as opposed to lazy, disorganized, and unreliable). Neuroticism or Emotional Stability (enduring tendency to experience negative emotional states)Calm, self-confident, and cool (as opposed to insecure, anxious, and depressed). Openness to ExperienceCreative, curious and cultured (rather than practical with narrow interests) © 2005 Prentice Hall Inc. All rights reserved.

  25. Major Personality Attributes Influencing OB • Locus of control • Machiavellianism • Self-esteem • Self-monitoring • Positive/Negative affect • Risk taking • Strong situation • Type A personality © 2005 Prentice Hall Inc. All rights reserved.

  26. Locus of Control Locus of Control The degree to which people believe they are masters of their own fate. InternalsIndividuals who believe that they control what happens to them. ExternalsIndividuals who believe that what happens to them is controlled by outside forces such as luck or chance. © 2005 Prentice Hall Inc. All rights reserved.

  27. How to measure one’s LoC? Scoring and Interpretation for the I, P, and C Scales There are three separate scales use to measure one’s locus of control: Internal Scale, Powerful Others Scale, and Chance Scale. There are eight items on each of the three scales, which are presented to the subject as one unified attitude scale of 24 items. The specific content areas mentioned in the items are counterbalanced so as to appear equally often for all three dimensions. To score each scale add up the points of the circled answers for the items appropriate for that scale. (The three scales are identified by the letters “I,” “P,” and “C”). Add to the sum +24. The possible range on each scale is from 0 to 48. Each subject receives three scores indicative of his or her locus of control on the three dimensions of I, P, and C. Empirically, a person could score high or low on all three dimensions. © 2005 Prentice Hall Inc. All rights reserved.

  28. Key Point GIVE YOUR OPINION ON EVERY STATEMENT If you find that the numbers to be used in answering do not adequately reflect your own opinion, use the one that is closest to the way you feel. Read each statement carefully. Then indicate the extent to which you agree or disagree using the following responses: If you agree strongly, respond +3 If you agree somewhat, respond +2 If you agree slightly, respond +1 If you disagree slightly, respond –1 If you disagree somewhat, respond –2 If you disagree strongly, respond –3 First impressions are usually best. Read each statement, decide if you agree or disagree and the strength of your opinion, and then respond accordingly.

  29. Levenson Multidimensional LoC Inventory • (I) Whether or not I get to be a leader depends mostly on my ability. • (C) To a great extent my life is controlled by accidental happenings. • (P) I feel like what happens in my life is mostly determined by powerful people. • (I) Whether or not I get into a car accident depends mostly on how good a driver I am. • (I) When I make plans, I am almost certain to make them work. • (C) Often there is no chance of protecting my personal interests form bad luck happenings. © 2005 Prentice Hall Inc. All rights reserved.

  30. Levenson Multidimensional LoC Inventory (cont’d) 7. (C) When I get what I want, it is usually because I’m lucky. 8. (P) Although I might have good ability, I will not be given leadership responsibility without appealing to those positions of power. 9. (I) How many friends I have depends on how nice a person I am. 10. (C) I have often found that what is going to happen will happen. 11. (P) My life is chiefly controlled by powerful others. 12. (C) Whether or not I get into a car accident is mostly a matter of luck. 13. (P) People like myself have very little chance of protecting our personal interests when they conflict with those of strong pressure groups. © 2005 Prentice Hall Inc. All rights reserved.

  31. Levenson Multidimensional LoC Inventory (cont’d) 14. (C) It’s not always wise for me to plan too far ahead because many things turn out to be a matter of good or bad fortune. 15. (P) Getting what I want requires pleasing those people above me. 16. (C) Whether or not I get to be a leader depends on whether I’m lucky enough to be in the right place at the right time. 17. (P) If important people were to decide they didn’t like me, I probably wouldn’t make many friends. 18. (I) I can pretty much determine what will happen in my life. © 2005 Prentice Hall Inc. All rights reserved.

  32. Levenson Multidimensional LoC Inventory (cont’d) 19. (I) I am usually able to protect my personal interests. 20. (P) Whether or not I get into a car accident depends mostly on the other driver. 21. (I) When I get what I want, it’s usually because I worked hard for it. 22. (P) In order to have my plans work, I make sure that they fit in with the desires of people who have power over me. 23. (I) My life is determined by my own actions. 24. (C) It’s chiefly a matter of fate whether or not I have a few friends or many friends. © 2005 Prentice Hall Inc. All rights reserved.

  33. For more information, please use the following sources: Levenson, H. (1981). Differentiating among internality, powerful others, and chance. In H. Lefcourt (Ed.), Research with the Locus of Control Construct. New York: Academic Press, pp. 15-63. Levenson, H. (1973). Multidimensional locus of control in psychiatric patients. Journal of Consulting and Clinical Psychology, 41, 397-404. Levenson, H. (1973). Parental antecedents of internal, powerful others, and chance locus of control orientations. Developmental Psychology, 9, 260-265. Levenson, H., & Miller, J. (1976). Multidimensional locus of control in sociopolitical activists of conservative and liberal ideologies. Journal of Personality and Social Psychology, 33, 199-208. © 2005 Prentice Hall Inc. All rights reserved.

  34. Machiavellianism Machiavellianism (Mach) A person's tendency to deceive and manipulate others for personal gain. A less technical variant of the term is fawce. The concept is named after renaissance diplomat and writer NiccoloMachiavellim who wrote IL Principe (i.e. The Price) • Conditions Favoring High Machs • Direct interaction • Minimal rules and regulations • Emotions distract for others © 2005 Prentice Hall Inc. All rights reserved.

  35. Machiavellianism (cont’d…) • In the 1960s Richard Christie and Florence L. Geis developed a test for measuring a person's level of Machiavellianism. • This eventually became the MACH-IV test, a 20-statement personality survey that is now the standard self-assessment tool of Machiavellianism. • http://www.salon.com/books/it/1999/09/13/machtest/ • People scoring above 60 out of 100 on the MACH-IV are considered high Machs; that is, they endorsed statements such as, "Never tell anyone the real reason you did something unless it is useful to do so," (No. 1) but not ones like, "Most people are basically good and kind" (No. 4). • People scoring below 60 out of 100 on the MACH-IV are considered low Machs; they tend to believe, "There is no excuse for lying to someone else," (No. 7) and, "Most people who get ahead in the world lead clean, moral lives" (No. 11) © 2005 Prentice Hall Inc. All rights reserved.

  36. MACH-IV Test • To what extent do each of the following statements accurately describe you? Please indicate the degree to which you personally agree or disagree with each of the following statements by choosing a number from the scale below that reflects your opinion. • 1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree • Never tell anyone the real reason you did something unless it is useful to do so. • The best way to handle people is to tell them what they want to hear. • One should take action only when sure it is morally right. • Most people are basically good and kind. © 2005 Prentice Hall Inc. All rights reserved.

  37. MACH-IV Test (cont’d…) 5) It is safest to assume that all people have a vicious streak and it will come out when they are given a chance. 6) Honesty is the best policy in all cases. 7) There is no excuse for lying to someone else. 8) Generally speaking, people won't work hard unless they're forced to do so. 9) All in all, it is better to be humble and honest than to be important and dishonest. 10) When you ask someone to do something for you, it is best to give the real reasons for wanting it rather than giving reasons which carry more weight. © 2005 Prentice Hall Inc. All rights reserved.

  38. MACH-IV Test (cont’d…) 11) Most people who get ahead in the world lead clean, moral lives. 12) Anyone who completely trusts anyone else is asking for trouble. 13) The biggest difference between most criminals and other people is that the criminals are stupid enough to get caught. 14) Most people are brave. 15) It is wise to flatter important people. 16) It is possible to be good in all respects. 17) P.T. Barnum was wrong when he said that there's a sucker born every minute. © 2005 Prentice Hall Inc. All rights reserved.

  39. MACH-IV Test (cont’d…) 18) It is hard to get ahead without cutting corners here and there. 19) People suffering from incurable diseases should have the choice of being put painlessly to death. 20) Most people forget more easily the death of their parents than the loss of their property. © 2005 Prentice Hall Inc. All rights reserved.

  40. Self-Esteem and Self-Monitoring Self-Esteem (SE) Individuals’ degree of liking or disliking themselves. Self-Monitoring A personality trait that measures an individuals ability to adjust his or her behavior to external, situational factors. © 2005 Prentice Hall Inc. All rights reserved.

  41. Personality Types • Type A’s • are always moving, walking, and eating rapidly; • feel impatient with the rate at which most events take place; • strive to think or do two or more things at once; • cannot cope with leisure time; • are obsessed with numbers, measuring their success in terms of how many or how much of everything they acquire. • Type B’s • never suffer from a sense of time urgency with its accompanying impatience; • feel no need to display or discuss either their achievements or accomplishments; • play for fun and relaxation, rather than to exhibit their superiority at any cost; • can relax without guilt. © 2005 Prentice Hall Inc. All rights reserved.

  42. What Are Emotions? AffectA broad range of emotions that people experience. EmotionsIntense feelings that are directed at someone or something. MoodsFeelings that tend to be less intense than emotions and that lack a contextual stimulus. © 2005 Prentice Hall Inc. All rights reserved.

  43. Felt versus Displayed Emotions Felt Emotions An individual’s actual emotions. Displayed Emotions Emotions that are organizationally required and considered appropriate in a given job. © 2005 Prentice Hall Inc. All rights reserved.

  44. Affective Events Theory (AET) • Affective Events Theory (AET) is a model developed by organizational psychologists Howard M. Weiss (Purdue University) and Russell Cropanzano (University of Arizona) to identify how emotions and moods influence job performance and job satisfaction. • The model increases understanding of links between employees and their emotional reaction to things that happen to them at work. • Work events modeled include hassles, tasks, autonomy, job demands, emotional labor and uplifting actions. These work events affect employees positively or negatively. • Employee mood predisposes the intensity of their reaction. This emotional response intensity therefore affects job performance and satisfaction. Furthermore, other employment variables like effort, leaving, deviance, commitment, and citizenship, are affected. © 2005 Prentice Hall Inc. All rights reserved.

  45. Affective Events Theory (AET) • Emotions are negative or positive responses to a work environment event. • Personality and mood determine the intensity of the emotional response. • Emotions can influence a broad range of work performance and job satisfaction variables. • Implications of the theory: • Individual response reflects emotions and mood cycles. • Current and past emotions affect job satisfaction. • Emotional fluctuations create variations in job satisfaction. • Emotions have only short-term effects on job performance. • Both negative and positive emotions can distract workers and reduce job performance. © 2005 Prentice Hall Inc. All rights reserved.

  46. Affective Events Theory (AET) Source: Based on N.M. Ashkanasy and C.S. Daus, “Emotion in the Workplace: The New Challenge for Managers,” Academy of Management Executive, February 2002, p. 77. E X H I B I T 4–5 © 2005 Prentice Hall Inc. All rights reserved.

  47. Ability and Selection • The key components of EI, as identified by Goleman (1995), are as follows: • Self-awareness • Self-regulation • Self-motivation • Empathy • Social skills • Research Findings • High EI scores, not high IQ scores, characterize high performers. Emotional Intelligence An assortment of non-cognitive skills, capabilities, and competencies that influence a person’s ability to succeed in coping with environmental demands and pressures. The concept of emotional intelligence was developed by two American psychologists, Peter Salovey and John Mayer. They broadly define emotional intelligence as: ‘the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action’(Salovey and Mayer, 1990: 189). © 2005 Prentice Hall Inc. All rights reserved.

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